This paper considers how lesson study (LS) can be used to support professional development in initial teacher education (ITE). The concept of Figured Worlds is used to analyse the student teachers’ positioning in relation to various ‘figures’ e.g. the school-mentor and university tutor involved in the lesson study process. Findings will aid reflection on how best to employ lesson study in initial teacher education. I argue that teachers who have trained through lesson study might be able to challenge accepted practice. In this particular case the experience seems to allow student teachers to position themselves as teacher-researchers who are able to develop practice through reflection.
|Name||Proceedings of the British Society for Research into Learning Mathematics|
|Publisher||British Society for Research into Learning Mathematics|
- lesson study
- initial teacher education
- Figured World